Notes
Attention is drawn to alterations in the syllabus by black vertical lines on either side of the text. Conventions(e.g. signs, symbols, terminology and nomenclature) Syllabuses and question papers will conform with generally accepted international practice. In particular, attention is drawn to the following documents, published in the UK, which will be used as guidelines. (a) Reports produced by the Association for Science Education (ASE): SI Units, Signs, Symbols and Abbreviations (1981) ChemicalNomenclature, Symbols and Terminology for use in School Science (1985) Signs, Symbols and Systematics: The ASE Companion to 16-19 Science (2000). (b) Report produced by the Institute of Biology (in association with the ASE): Biological Nomenclature, Recommendations on Terms, Units and Symbols (1997).
3 It is intended that, in order to avoid difficulties arising out of the use of l for the symbol for litre,usage of dm in place of l or litre will be made.

INTRODUCTION
International General Certificate of Secondary Education (IGCSE) syllabuses are designed as twoyear courses for examination at age 16-plus. All IGCSE syllabuses follow a general pattern. The main sections are: Aims Assessment Objectives Assessment Curriculum Content. The IGCSE subjects have been categorised into groups, subjects within each group having similar Aimsand Assessment Objectives. Chemistry falls into Group III, Science, of the International Certificate of Education (ICE).

AIMS
The aims of the syllabus are the same for all students. The aims are set out below and describe the educational purposes of a course in Chemistry for the IGCSE examination. They are not listed in order of priority. The aims are to: 1. provide through well-designed studiesof experimental and practical science a worthwhile educational experience for all students whether or not they go on to study science beyond this level and, in particular, to enable them to acquire sufficient understanding and knowledge to 1.1 1.2 1.3 2. become confident citizens in a technological world, able to take or develop an informed interest in matters of scientific import; recognise theusefulness, and limitations, of scientific method and appreciate its applicability in other disciplines and in everyday life; be suitably prepared for studies beyond the IGCSE level in pure sciences, in applied sciences or in science-dependent vocational courses.

develop abilities and skills that 2.1 2.2 2.3 2.4 are relevant to the study and practice of Chemistry; are useful in everyday life;encourage efficient and safe practice; encourage effective communication.

...CREATING A SYLLABUS | |
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Writing a syllabus presents some challenges. On the one hand, as the first communication with the students, the syllabus needs to convey the excitement and interest of the course, and give the students a sense of how this course will change them and why they might want to take it. At the same time, the syllabus needs to lay out the bureaucratic ground rules of the course, and it should also carry some ...